I am sending you this email to get a general understanding of how you have ended up in the position you are today. More specifically I would like to know what kind of hardships you had to overcome in order to achieve your goals. Also, I would like to ask--if you do not mind--if you have future professional goals you have yet to accomplish. As a coach and administrator you were always someone I looked up to throughout high school. I am seeking a career in the education profession, and could not think of anyone better to get advice from. I know you have been a teacher, coach, and administrator for many years; and would appreciate any personal or professional advice you could provide to me moving forward. Thank you so much for your time.
Best,
Peter Studebaker
Business plan:
I have worked in construction practically my entire life. My dad started his own company around the time I was born, and has been very successful. Studebaker Construction builds primarily custom homes, and also has several contracts with community developers building condominiums. I have been around these job sites since I was a child; and I've been working for dad during the summer and holiday breaks since high school. It has been a full time job for me since I graduated from Ohio State.
While I do enjoy the work, it has never been a goal of my to "go into the family business" so to speak. But I have had this idea for some time. Through the company's longtime business with many lumber yards, masonry yards, paint shops, etc. materials would be easy to come by. The amount of material required to build a dog house would be negligible compared to the large orders placed on a given home.
So...the service I would provide would be a well constructed abode for Fido that would somewhat match the wonderful new home being build by Studebaker Construction--while not taking any time away from the contractors in charge of building the actual home. This could be a fun and simple hobby for someone with my skill set who has plenty of time to kill in the summer (once I land a teaching position).
1) The Common Core
2) The utility of standardized testing
3) Nature vs. nurture debate
4) Philosophy of history
5) Technology (its role in education)
Classroom management:
My goals for a classroom management policy are as follows:
-Create environment conducive to learning
-Create environment where students respect the opinions and ideas of peers
-Promote critical and creative thinking, so that students not only respect their peers, but also find value in their own thoughts and feelings
As a social studies teacher in grades 8-12 I want my classroom to have a discussion format. My ideal format is one in which the students are as interactive as I am. The seating arrangement will be in the shape of a semicircle so that students can see most of the classroom. This will promote open discussion among the students, with me guiding the topic. Rather than lecturing to my students I will instruct in a way that the students feel like they are playing an active role in achieving their learning objectives. I will achieve this by asking leading questions that promote critical thinking. I will also implement a "no hands raising" policy. This may make students nervous at first, knowing that anyone could be called upon to speak at any time. That is why it is so important to create an environment where everyone's opinions and feelings are valued. This policy will allow me to evaluate each student's grasp of the topic, and tailor to their needs.
Discipline: My disciplinary system will be based on classroom interaction and participation. Students will be given a participation grade, with a certain weight on their overall grade. In the beginning of the term they will be given formal assignments to turn in and be graded. Eventually these written assignments will taper off, and participation grades will be awarded based on classroom interaction. If a student becomes regularly disruptive, or uncooperative he/she will have to earn that grade through more written assignments. In short, proper classroom behavior will be rewarded by the absence of homework.
Hippocratic oath:
As an educator of young people I vow to promote not only learning of the subject matter I have been charged with teaching; but to also promote good citizenship. I vow to create an environment conducive to learning, where students feel welcome and able to voice their opinions and ideas. Above all my goal is to create young adults with strong moral and civic virtues.
Readings, Part I:
Chosen texts:
I) Thucydides: Athenian Education Summarized
II) Marcus Aurelius: The Old Roman Education Described
III) Maurus: The Seven Liberal Arts
IV) Gregory IX: Early Licensing of Professors to Teach
V) Bourne: Beginnings of Public Education in New York City
1. For each text, what does the author believe education is or should be? In other words, what is the best form of education according to this person? Write a couple of sentences to this effect about each author you read.
I) To Thucydides education serves to accomplish the quest away from poverty and into wealth. He claims that this quest is a noble, and necessary, undertaking. He also claims that one who does not take place in public debate is not (as was the accepted norm) useless, but reflective and one who seeks knowledge before action.
II) Marcus Aurelius gives an account of the lessons he had learned from the many "teachers" in his life. He learned lessons from a variety of sources: grandparents and parents, siblings, tutors, and previous philosophers. His focus was on becoming a well rounded man. He described learning mild manners, an aptitude for justice and law, and respect for others.
III) As the title implies, Maurus lists what he believes to be the 7 liberal arts. They were: grammar, rhetoric, dialectic, arithmetic, geometry, music, and astronomy. I chose this reading because I was curious how his 7 liberal arts (in 819 c.e.) would vary from what we would classify as liberal arts today. He was educated through biblical literature, as were most of that age.
IV) In the 13th century Universities evolved from cathedral schools. The role of licensing was under the jurisdiction of a chancellor (the then equivalent of a modern day university president). This chancellor was a representative of the bishops. While this was an attempt the break away from monastic learning, the process was very informal. The chancellor would evaluate the candidate to see if he met the standards handed down by the Pope.
V) This reading gives an account of the creation of the first public school system in New York City, in the early 19th century. We are given a letter written to the city's governing body on the importance of creating an educational foundation for children who could not afford private, or church offered educational services. The author of the letter expresses the need to teach these children "manners," and a means to avoid the folly of their own parents; and charges that it is the public's duty to do so.
2. What do your five texts have in common? Where do they differ? You could make a Venn Diagram or write a paragraph about the similarities and a paragraph about the differences.
There are many differences in the approach to education across the centuries. In the time of Thucydides education was viewed as a noble undertaking. However, being educated still served a practical cause. An educated man was far less likely to starve as he could find ways to earn a living. During Marcus Aurelius reign as emperor of Rome most Roman citizens were uneducated. Education had become a privilege of the wealthy. At the time of Maurus' writing most formal education came from monasteries. Then in the 13th century education started to move away from monastic learning, and moved closer to the university style of learning. Finally in the 19th century we see the first notion of public schools in the United States.
The most common trend in all of the five readings is an emphasis on the importance of education. All of the authors recognize that educating as many people as possible is the only way for society to advance. However, making that a reality has always been a challenge. Another striking similarity in these readings is the fact that education is only available to those who can afford it.
3. Thinking back to the Social and Cross-Cultural Skills (Bronfenbrenner) assignment and the extension of that assignment in classroom management, how do you personally connect with these texts and their authors? How are your educational conditions similar to or different from those of the author? Where do you agree or disagree with each one? In what ways might you apply what these authors say to your own practice as a teacher? Remember, you can choose to apply something directly, or you can "apply" it by saying, "that's specifically what I will NOT do when I am a teacher."
It is hard to personally connect to authors from hundreds or even thousands of years ago. That said, ironically I identify best with the Thucydides writing. I believe education is something to be revered and respected. I also appreciated the Marcus Aurelius reading. It emphasized education as a tool to becoming a well rounded, and morally centered, individual. I did not relate well to the Maurus, or Gregory IX readings. The biblical education of the "Dark Ages" was a step backwards, and persisted until the 13th century. Reading the article about public schools in New York made me appreciate the public school system in place today.
Readings, Part II:
Frederick Douglas' writing connects to the other five readings in pointing out that not everyone has equal access to education. As an American slave Douglas obviously did not have access to formal education. All five authors I had previously read acknowledge this struggle. Those who are in power, and can afford it, get the better education. While we have public education, this is still largely true today. John Dewey describes education as a psychological and social experience. It has to take place in a social setting, and is therefore, shaped by that setting. He also discusses how education is a process. According to Dewey we do not learn for the future. We learn for the present. This brings back to mind the idealistic writing of Thucydides.
Philosophy of Education
I have always believed that both seeking and giving education are noble undertakings. The readings from this class helped emphasize that belief. Individuals better themselves by acquiring new information. However, education is not all about the acquisition of information. My goal as a teacher will be to help students become morally centered good citizens. A mentor of mine always used the term "good citizen." To him that meant being a productive member of the community, and making good decisions. I want to teach high school age students so I can help prepare them for college, and the world after.
Mr Beals,
I am sending you this email to get a general understanding of how you have ended up in the position you are today. More specifically I would like to know what kind of hardships you had to overcome in order to achieve your goals. Also, I would like to ask--if you do not mind--if you have future professional goals you have yet to accomplish. As a coach and administrator you were always someone I looked up to throughout high school. I am seeking a career in the education profession, and could not think of anyone better to get advice from. I know you have been a teacher, coach, and administrator for many years; and would appreciate any personal or professional advice you could provide to me moving forward. Thank you so much for your time.
Best,
Peter Studebaker
Business plan:
I have worked in construction practically my entire life. My dad started his own company around the time I was born, and has been very successful. Studebaker Construction builds primarily custom homes, and also has several contracts with community developers building condominiums. I have been around these job sites since I was a child; and I've been working for dad during the summer and holiday breaks since high school. It has been a full time job for me since I graduated from Ohio State.
While I do enjoy the work, it has never been a goal of my to "go into the family business" so to speak. But I have had this idea for some time. Through the company's longtime business with many lumber yards, masonry yards, paint shops, etc. materials would be easy to come by. The amount of material required to build a dog house would be negligible compared to the large orders placed on a given home.
So...the service I would provide would be a well constructed abode for Fido that would somewhat match the wonderful new home being build by Studebaker Construction--while not taking any time away from the contractors in charge of building the actual home. This could be a fun and simple hobby for someone with my skill set who has plenty of time to kill in the summer (once I land a teaching position).
Bronfenbrenner and Me:
http://prezi.com/xivgjegmxfv6/bronfenbrenner-and-me/
5 topics in education that I find interesting:
1) The Common Core
2) The utility of standardized testing
3) Nature vs. nurture debate
4) Philosophy of history
5) Technology (its role in education)
Classroom management:
My goals for a classroom management policy are as follows:
-Create environment conducive to learning
-Create environment where students respect the opinions and ideas of peers
-Promote critical and creative thinking, so that students not only respect their peers, but also find value in their own thoughts and feelings
As a social studies teacher in grades 8-12 I want my classroom to have a discussion format. My ideal format is one in which the students are as interactive as I am. The seating arrangement will be in the shape of a semicircle so that students can see most of the classroom. This will promote open discussion among the students, with me guiding the topic. Rather than lecturing to my students I will instruct in a way that the students feel like they are playing an active role in achieving their learning objectives. I will achieve this by asking leading questions that promote critical thinking. I will also implement a "no hands raising" policy. This may make students nervous at first, knowing that anyone could be called upon to speak at any time. That is why it is so important to create an environment where everyone's opinions and feelings are valued. This policy will allow me to evaluate each student's grasp of the topic, and tailor to their needs.
Discipline: My disciplinary system will be based on classroom interaction and participation. Students will be given a participation grade, with a certain weight on their overall grade. In the beginning of the term they will be given formal assignments to turn in and be graded. Eventually these written assignments will taper off, and participation grades will be awarded based on classroom interaction. If a student becomes regularly disruptive, or uncooperative he/she will have to earn that grade through more written assignments. In short, proper classroom behavior will be rewarded by the absence of homework.
Hippocratic oath:
As an educator of young people I vow to promote not only learning of the subject matter I have been charged with teaching; but to also promote good citizenship. I vow to create an environment conducive to learning, where students feel welcome and able to voice their opinions and ideas. Above all my goal is to create young adults with strong moral and civic virtues.
Readings, Part I:
Chosen texts:
I) Thucydides: Athenian Education Summarized
II) Marcus Aurelius: The Old Roman Education Described
III) Maurus: The Seven Liberal Arts
IV) Gregory IX: Early Licensing of Professors to Teach
V) Bourne: Beginnings of Public Education in New York City
1. For each text, what does the author believe education is or should be? In other words, what is the best form of education according to this person? Write a couple of sentences to this effect about each author you read.
I) To Thucydides education serves to accomplish the quest away from poverty and into wealth. He claims that this quest is a noble, and necessary, undertaking. He also claims that one who does not take place in public debate is not (as was the accepted norm) useless, but reflective and one who seeks knowledge before action.
II) Marcus Aurelius gives an account of the lessons he had learned from the many "teachers" in his life. He learned lessons from a variety of sources: grandparents and parents, siblings, tutors, and previous philosophers. His focus was on becoming a well rounded man. He described learning mild manners, an aptitude for justice and law, and respect for others.
III) As the title implies, Maurus lists what he believes to be the 7 liberal arts. They were: grammar, rhetoric, dialectic, arithmetic, geometry, music, and astronomy. I chose this reading because I was curious how his 7 liberal arts (in 819 c.e.) would vary from what we would classify as liberal arts today. He was educated through biblical literature, as were most of that age.
IV) In the 13th century Universities evolved from cathedral schools. The role of licensing was under the jurisdiction of a chancellor (the then equivalent of a modern day university president). This chancellor was a representative of the bishops. While this was an attempt the break away from monastic learning, the process was very informal. The chancellor would evaluate the candidate to see if he met the standards handed down by the Pope.
V) This reading gives an account of the creation of the first public school system in New York City, in the early 19th century. We are given a letter written to the city's governing body on the importance of creating an educational foundation for children who could not afford private, or church offered educational services. The author of the letter expresses the need to teach these children "manners," and a means to avoid the folly of their own parents; and charges that it is the public's duty to do so.
2. What do your five texts have in common? Where do they differ? You could make a Venn Diagram or write a paragraph about the similarities and a paragraph about the differences.
There are many differences in the approach to education across the centuries. In the time of Thucydides education was viewed as a noble undertaking. However, being educated still served a practical cause. An educated man was far less likely to starve as he could find ways to earn a living. During Marcus Aurelius reign as emperor of Rome most Roman citizens were uneducated. Education had become a privilege of the wealthy. At the time of Maurus' writing most formal education came from monasteries. Then in the 13th century education started to move away from monastic learning, and moved closer to the university style of learning. Finally in the 19th century we see the first notion of public schools in the United States.
The most common trend in all of the five readings is an emphasis on the importance of education. All of the authors recognize that educating as many people as possible is the only way for society to advance. However, making that a reality has always been a challenge. Another striking similarity in these readings is the fact that education is only available to those who can afford it.
3. Thinking back to the Social and Cross-Cultural Skills (Bronfenbrenner) assignment and the extension of that assignment in classroom management, how do you personally connect with these texts and their authors? How are your educational conditions similar to or different from those of the author? Where do you agree or disagree with each one? In what ways might you apply what these authors say to your own practice as a teacher? Remember, you can choose to apply something directly, or you can "apply" it by saying, "that's specifically what I will NOT do when I am a teacher."
It is hard to personally connect to authors from hundreds or even thousands of years ago. That said, ironically I identify best with the Thucydides writing. I believe education is something to be revered and respected. I also appreciated the Marcus Aurelius reading. It emphasized education as a tool to becoming a well rounded, and morally centered, individual. I did not relate well to the Maurus, or Gregory IX readings. The biblical education of the "Dark Ages" was a step backwards, and persisted until the 13th century. Reading the article about public schools in New York made me appreciate the public school system in place today.
Readings, Part II:
Frederick Douglas' writing connects to the other five readings in pointing out that not everyone has equal access to education. As an American slave Douglas obviously did not have access to formal education. All five authors I had previously read acknowledge this struggle. Those who are in power, and can afford it, get the better education. While we have public education, this is still largely true today. John Dewey describes education as a psychological and social experience. It has to take place in a social setting, and is therefore, shaped by that setting. He also discusses how education is a process. According to Dewey we do not learn for the future. We learn for the present. This brings back to mind the idealistic writing of Thucydides.
Philosophy of Education
I have always believed that both seeking and giving education are noble undertakings. The readings from this class helped emphasize that belief. Individuals better themselves by acquiring new information. However, education is not all about the acquisition of information. My goal as a teacher will be to help students become morally centered good citizens. A mentor of mine always used the term "good citizen." To him that meant being a productive member of the community, and making good decisions. I want to teach high school age students so I can help prepare them for college, and the world after.